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This document discusses various topics related to assessing student reflections, including: 1. Criterion referenced assessment and identifying assessment resources for pass/fail grading. 2. Teaching students how to respond to feedback by using patterns found in assessment scenarios. 3. Assessment for learning by analyzing patterns in student work. However, the document lacks a clear focus and does not identify a specific issue or experience for students to reflect on. It also fails to provide reasoning, literature citations, or strategies for improving practice.
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- 2. 1. Issues in assessing student reflections 2. Assessing samples 3. Criterion referenced assessment CRA 4. Teaching the written structure 5. Annotating an exemplar like this 6. Assessment resourcesNursing&P/F CRA 7. Assessment for learning: Using the patterns 8. Teaching students how to respond to feedback
- 3. Research can be looked at as the detailed study of a subject, interest or area of interest, in order to discover or derive meaning from that research. The art of being a good lawyer is not necessarily to know everything about the law, but General statements rather to find out the answer. The benefit of this subject is that, detailed Philosophy information of the law was not needed Benefits and challenges of in every aspect, but rather a common the subject sense, or realistic approach to dealing with the problem (i.e. setting vs. General principle learnt litigation). However, with knowledge comes power and responsibility. BUT Throughout the semester we were challenged with ‘spanners in the No clear focus works’ to the initial case brief. It was No identification of a specific not necessary to know the law in- key issue or incident to reflect depth, but know that what research we upon had done was sufficient to advise appropriately.(Will - Law) Doesn’t reason or reconstruct
- 4. Pedagogic field - MCIF
- 5. A consideration of Tuckman’s Five Stages of Team Development – forming, storming, norming, performing and adjourning (Philips, 1997, p.142) – Alludes to a key issue – offers insight into some of the Edge Communications Team development team’s specific experiences. During the first few weeks while the team was ‘forming’, members Uses appropriate literature to focused on getting to know each other so meetings reason were characterised by polite and non-challenging BUT behaviour, and a degree of uncertainty and apprehension (Petrock, 1990, p.142). Spending the Doesn’t clearly define the first few weeks in the forming stage also explains why issue productivity was fairly low during this time Never uses ‘I’ (Bubshait&Farooq, 1999, p.34)…A team reaches its peak during the performing stage (Philips, 1997, Sounds like a disinterested p.143). Heightened motivation and effectiveness onlooker enjoyed during this stage allows a large volume of Doesn’t relate to prior work to be completed (Petrock, 1990, p.10). The Edge experiences or own Communications team first entered this stage, at the knowledge of the profession very latest, in the week leading up to the pitch Doesn’t move into presentation. By then team members had been reconstructing own practice assigned specific tasks according to their strengths and weaknesses, and were working towards completion to a high standard by set deadlines. (Jason - Business)
- 6. Pedagogic Field - TTR
- 7. When I started I was really surprised to be told Annie’s role was predominately one of organisational psychology and she considered Good use of personal tenor herself to be an organisational psychologist. Furthermore, Annie’s Relates to beliefs, views and experiences role was 20% counselling and 80% organisational psychology; my Comments on suitability for this expectation was the complete profession based on prior positions opposite. I was very open to learning BUT more about this new area within my discipline, as an undergraduate I No critical issue per se haven’t had a great deal of exposure No reasoning about different areas to organizational psychology of psychology eg compare/contrast; therefore I was eager to know more. I cause/effect have become intrigued and feel my No literature to suggest why these previous experience as a project aspects are important in manager and organizational organisational psychology psychology may just mesh together nicely. (Helene - Psychology) No reconstructive, future-oriented strategies for career development
- 8. Pedagogic Field - ASRI
- 9. By completing this reflection, I have re- established communication with behavioural management techniques and strategies through theoretical Lists what he has learnt frameworks. I have discovered that I General reconstructive already implement many classroom statement about being proactive and behaviour management rather than reactive strategies recognised by several BUT theorists… I have realised that I treat my students as social equals however Focuses on justifying his current approach – ‘I already I maintain an authoritative approach implement…’ to learning… I do have much to learn in the classroom in the future Suggests he has much to learn, but doesn’t elaborate or analyse however I maintain that being proactive about classroom and No specific strategies for behaviour management is far more improvement beneficial to my teaching and Reads like an attempt to mollify students (sic) learning instead of the lecturer rather than a deep critical reflection being reactive to individuals and groups.(Ben - Education)
- 10. Pedagogic Field - RBI / SOR
- 11. How much notice do students take? How can we teach them to reflect and act upon feedback? ‘Using Assessment Scenarios’ (UAS) Pattern